Functional Behavioral Assessment Behavior Support Plan

Student Name:

Jacob Smith

Grade: 4

Age: 9

ID#:

School:

Date:

Creekside Elementary School

10/22/2013

Participants (may include): Teacher, Parent, Student, Psychologist, Social Worker, Counselor, Community Agency, Related Service
Provider, Interpreter, Cultural Liaison, Family Liaison, etc.

Parent: Tom Smith Parent: June Smith Student: Jacob Smith Case Manager: Lynn Stanton School Psychologist: Marilyn Ternay School Social Worker: N/A Student Profile:

Counselor: N/A Teacher: Lynn Stanton Other: Other: Other: Other:

What is the student good at or what are some of their strengths? Social-Emotional Jacob is very outgoing and energetic. He lives with his mother, father, and older brother and sister. He enjoys doing things with his hands and is very good at putting puzzles together. What are the students needs? Social-Emotional Jacob needs to learn a way to be able to fulfill his oral feedback and self-regulation needs. His current methods are socially inappropriate and are making peers uncomfortable to be around him. Academic At this time, Jacobs stimming behaviors are interfering with his ability to access academics. He is currently below grade level in all academic areas. Academic Jacob enjoys participating in all of his specials classes and particularly likes his physical education class. He enjoys being active in PE and playing games that involve the use of balls.

STEP 1: INTERVIEW TEACHER/STAFF/PARENT

Description of the Behavior *Keep in mind cultural influences and how they may affect behavior What does the problem behavior(s) look like? Jacobs stimming behavior consists of him waving his hand, hands, or objects in front of his face and also making significantly loud humming or other similar type of vocalizations. How often does the problem behavior(s) occur? The problem behaviors occur frequently throughout his day, at a minimum of 15 times per day. How long does the problem behavior(s) last when it does occur? The amount of time the behavior lasts is variable. It lasts a minimum of 3 minutes per episode. How disruptive or dangerous is the problem behavior(s)? His behavior is loud and does disrupt the students around him. Occasionally it does escalate to a point that it will interfere with the teachers ability to teach, or causes other peers that are sitting near him move further away from him.

What strategies have been implemented to remediate the students problem behavior? What were the results of these strategies? Strategies Implemented: Jacob has been given other items to allow him more appropriate oral feedback. These include: different types of teething devices, including one that vibrates to increase oral feedback, flexible rubber tubing, and chewing gum. Results: The use of more appropriate oral feedback items have worked to some degree but they do not last very long and he usually ends up waving the object in front of his face. The use of chewing gum has not been an effective means of replacement for stimming because he takes it out of his mouth, plays with it, and gets it on himself and objects around him.

Description of the Antecedent When, where, and with whom are problem behaviors most likely to occur? Schedule Activity Specific Problem Likelihood of (times) Behavior Problem Behavior Any time during the school day Any nonpreferred activity or when bored Stimming-hand or object flapping accompanied by loud humming or other similar vocalizations
Low 1 2 3 4 5 High 6

With Whom does Problem Behavior Occur Behavior will occur with anyone

A
Summarize Antecedent (and Setting Events)
teachers request, particular individuals, etc.)

What situations seem to set off the problem behavior? (difficult tasks, transitions, structured activities, small group settings, Jacobs stimming behavior occurs whenever he is asked to do any type of academic work, whenever he has nothing to do, and even when he has earned video time. His behavior tends to escalate when he is redirected to tasks. He may be more likely to increase his behavior and the severity of it if he is hungry, tired, or has just returned to school after an extended break or absence. When is the problem behavior most likely to occur? (times of the day and days of the week) Jacobs behavior may occur at any time from the beginning of the school day to the end of the school day, on any day of the week, and at any time of the day. When is the problem behavior least likely to occur? (times of the day and days of the week) The behavior is least likely to occur during lunch. Setting Events: Are there specific conditions, events, or activities that make the problem behavior worse? If faced with a more difficult task, Jacobs stimming will increase in intensity and duration particularly if redirected back to task. Description of the Consequence What usually happens after the behavior occurs? (what is the teachers reaction, how do other students react, is the

student sent to the office, does the student get out of doing work, does the student get in a power struggle, etc.)

Consequences depend upon the severity of the escalation of Jacobs behavior. Lower severity results in peers in close proximity to him looking annoyed. Higher levels of escalation result in peers reacting with more defined facial expressions and moving farther away from him. The teacher may ask the para to take the student out of the classroom if he escalates to the point that she is unable to teach. In most instances, the student gets out of the work he was asked to do.

STEP 2: PROPOSE A TESTABLE EXPLANATION

Based on the interviews and observations, what is your working testable explanation for why the problem behavior occurs? Because of boredom or academic difficulties when at school, Jacob engages in stimming behaviors,
( setting events i.e. environmental factors, academic difficulties, other contributing factors )

when bored or presented with difficult academic activities or non-preferred tasks,,

(antecedent/trigger, i.e. a direction to do difficult work, answer difficult question, work with a disliked peer, etc. )

the student exhibits stimming behaviors, (problem behavior) which results in peers reacting by facial expression or by leaving the area, and teachers will ask for him to be

removed when his behavior escalates to the point that it is interfering with her ability to teach,
(consequence/outcome/what happens afterwards, i.e. what is the teachers and or peers response)

serving the purpose of avoidance and escape from the non-preferred activity. ( function/purpose, i.e. to get teacher attention, to
get peer attention, gets desired object/activity, escapes undesirable activity, escapes demand, escapes particular people, etc.)

STEP 3: RATE YOUR CONFIDENCE IN THE TESTABLE EXPLANATION

If you completed both interviews, was there agreement on these parts? a) Setting Events Yes No b) Antecedents Yes No c) Behaviors Yes No X Yes or No d) Consequences Yes No X e) Function Yes No X

How confident are you that your testable explanation is accurate? Very sure So-So 6 5 4 3 X 2

Not at all 1

STEP 4: CONDUCT OBSERVATIONS/DATA COLLECTION

At least two Data Collection tools must be used in order to complete an accurate Functional Behavioral Assessment. Choose from the following and attach to BIP: Indirect Anecdotal Notes Functional Analysis Screening Tool Motivational Assessment Scale other Direct Antecedent, Behavior, Consequence Frequency Duration Scatter Plot other

Who will be responsible for collecting data? Students paras and special education teacher Data collection to begin: 10/28/2013 end: 11/25/2013 at review date Will data collection occur in the home: Yes No

Who will be responsible for collecting data in the home? N/A Data collection in the home will begin: N/A Who will analyze the data? Special Education Teacher Next team meeting to discuss results: end:

STEP 5: CONFIRM / MODIFY TESTABLE EXPLANATION

Function of the Behavior Based on the two sources of data collected, why is the behavior occurring? (to get teacher attention, to get peer attention,
gets desired object/activity, escapes undesirable activity, escapes demand, escapes particular people, etc.)

1. For oral feedback 2. To avoid or to escape undesired activities

Hypothesis Statement Based on the data collected, what is your hypothesis for why the problem behavior occurs?
Because of

Jacobs need to have frequent oral feedback and self- regulating behaviors
(setting events)

when he

is presented with a non-preferred academic or other type of non-preferred task, or when bored at school,
(antecedent)

the student begins

to engage in stimming behavior which consists of hand flapping behaviors or waving other objects in front of his face, accompanied by loud humming or other type of similar vocalization ,
(behavior) which results in peers

reacting with facial expressions or moving away and the teacher asking for the student to be removed when his behavior has escalated to the point that he is interfering with her ability to instruct other students.,
(consequence ) serving the purpose of avoidance and ( function)

escape from the required non-preferred task for the student.